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ELT-Lectura
Published by Universitas Lancang Kuning
ISSN : 23388560     EISSN : 25500724     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ELT-Lectura is a biannual publication journal published in the months of February and August; it presents articles on English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academis dissciplines.
Arjuna Subject : -
Articles 210 Documents
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THE USE OF CRITICAL INCIDENT IN TEACHING WRITING SKILL TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI MARGA TUNGGAL Episiasi Episiasi
ELT-Lectura Vol. 4 No. 2 (2017): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v4i2.486

Abstract

The problem of this research was “Is it significantly effective to teach writing by using Critical Incident to the eighth grade students of SMP Negeri Marga Tunggal in Academic Year 2016/2017?” Therefore, the objective of this research was to find out whether or not it was significantly effective to teach writing by using Critical Incident. In this research, the researcher proposed two hypotheses. That is, null hypothesis (Ho) and alternative hypothesis (Ha). The method applied was pre-experimental. The number of the sample was 34 students. The data were collected by using writing test. The data obtained analyzed through four techniques: 1) Individual Score, 2) Comparison to Minimum Mastery Criteria, 3) Normality Testing and 4) Paired t-test calculation. The results of this research: (1) Students’ mean score in the pre-test was 64.26, (2) Student’ mean score of post-test was 71.57 and (3) the result of paired t-test was 5.66, which was higher than 1.697 value of the ttable with 95% significant level for one tailed-test. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that it was significantly effective to teach writing by using Critical Incident to the eighth grade students of SMP Negeri Marga Tunggal in academic year 2016/2017.
IMPROVING STUDENTS’ UNDERSTANDING OF INDONESIAN CULTURE THROUGH ENGLISH LEARNING BASED LOCAL CULTURE CONTEXT Seftika Seftika; Miftahul Janah; Wuri Syaputri
ELT-Lectura Vol. 4 No. 2 (2017): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v4i2.487

Abstract

Learning English as a foreign language usually related to learning culture of the target language. However, for maintainning local culture and fostering Indonesian unity, the researchers try to use local cultural material in teaching English. This study aims to know students’ understanding toward Indonesian culture, and to know their English speaking improvement after inserting local culture knowledge in Learning. The culture focused on this study are lampungnese, javanese, sundanese, padangnese, and palembangnese ethnic since these ethnics are dominant in students’ environtment. This study used quasy-experimental design. The participants were the second semester students of English Department of STKIP Muhammadiyah Pringsewu. In collecting the data the researchers employed speaking test for measuring students’ speaking skill and open-ended quetionnaire for knowing students’ understanding on local culture. The result shows that transmitting local cultural knowledge through English learning makes students to be more familiar and understand the local culture. Moreover their awareness of cultural diversity are improved due to the fact that they more appreciate on the differences that cause an effective communication in social life. Consequently, students’ speaking skill are improved through practicing English as means for transferring local culture knowledge.
USING FLYSWATTER GAME TO IMPROVE STUDENTS’ VOCABULARY MASTERY AT GRADE EIGTH SMP DWI SEJAHTERA PEKANBARU Antri Lilin Ima Silaban; Refika Refika
ELT-Lectura Vol. 4 No. 2 (2017): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v4i2.488

Abstract

At the eight grade of SMP Dwi Sejahtera Pekanbaru, the researcher found some problem, such : they were lack of vocabulary, could not easy to memories the word, express the repitition word, low of motivation, bored of monotoun method, and they were shy to speak. They could not pass the passing grade (78), that’s why the researcher conducted this research aimed to improve students’ vocabulary mastery in short functional text by using flyswatter game. This research was Classroom Action Research (CAR). There were 30 students as participants, the instruments were test, observation, field note, and interview as the instrument. This research consisted of one cycle in which each cycle consisted of five meetings and one test. After conducting this research, it was found that the students’ vocabulary mastery in short functonal text was improved in cycle 1. the average score was 83.67. The improvement was was influence by some factors such the students’ enjoy in everysingle step,using flyswatter game could make the students more active, have some vocabularies, the teacher was explain the material clearly and using madia, and classroom condition very support the activities . It could be concluded that flyswatter game could improve students’ vocabulary mastery in short functional text
THE EFFECT OF IRE (INITIATION-RESPONSE-EVALUATION) STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE FIRST GRADE OF SMAN OLAHRAGA RIAU PEKANBARU Megi Andela; Dahler Dahler
ELT-Lectura Vol. 4 No. 2 (2017): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v4i2.489

Abstract

The students at first grade of SMAN Olahraga Riau Pekanbaru had some problems in reading narrative text. Based on observation, the researcher tried to solve the phenomena by using IRE (Initation-Response-Evaluation). The purpose of this study was to find the effect between students taught with IRE (Initation-Response-Evaluation) by not using a strategy. Measuring the tested the effectiveness of the IRE (Initation-Response-Evaluation) Strategy in teaching narrative text reading. This type of this research is Quasi Experiments. The population of this study is the first grade of SMA Olahraga Riau Pekanbaru. The population is 99 students. The samples there are 48 students: Xis1 25 students as control class and Xis4 23 students as experiment class. The experimental class result in the average pre-test is (60.00) while the control is 61.40. It was explain that the experiment class value is lower. After the researcher did the treatment with IRE strategy, showing that the average experiment class is higher than the control class with an average of experiment class was 69.78 while in the control class 66.40 from the test results. Researcher got sig value (0.000) < (0.05). In conclusion, there is an effect between students taught by using the IRE strategy by not using a strategy. This strategy is effective in teaching narrative text reading
USING WINDOW NOTES STRATEGY TO IMPROVING STUDENTS’ READING SKILL IN NARRATIVE TEXT AT EIGHT GRADE OF MTS TAUFIQ WALHIDAYAH PEKANBARU Dea Vrieska; Destina Kasriyati
ELT-Lectura Vol. 4 No. 2 (2017): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v4i2.490

Abstract

At the eight grade of MTs Taufiq Walhidayah Pekanbaru, the researcher found some problem, such as the students at grade VIII.2 were not understand how to get main point of the text, they were not understand the meaning of word in Narrative text and they were difficult to differentiate between orientation and complication. They were not pass the passing grade (75), that was why the researcher conducted this research which aimed to improve students‟ reading skill in narrative text by using window notes strategy. This research was Classroom Action Research. There were 22 students involved as participants. The instruments used were test, observation, field note, and interview. This research consisted of two cycles in which each cycle consisted of four meetings and one test. After conducting this research, it was found that the students‟ ability in reading narrative text not improved in cycle 1. the average score was 71,36. Moreover, in cycle 2 the average score was 86,36 increase 15 points from cycle 1. The factor that influenced students‟ improvement of reading skill in narrative text by using Window Notes strategy at the eighth grade of MTs Taufiq Walhidayah Pekanbaru were Attention, Interesting and enjoyable. In conclusion, the use of window notes strategy is successfull to improve students‟ reading skill in narrative text at the eighth grade of MTs Taufiq Walhidayah Pekanbaru.
THE USE OF LISTEN READ DISCUSS STRATEGY AND READING MOTIVATION TOWARD THE STUDENTS' READING COMPREHENSION Robby Ibrahim
ELT-Lectura Vol. 4 No. 2 (2017): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v4i2.491

Abstract

In teaching reading, teaching strategy and reading motivation influences students’ reading comprehension. Strategy which was used in this quasi experimental research is Listen Read Discuss. It can be used as a variation of teaching strategy in teaching reading comprehension of descriptive text. The purpose of this research was to find out the effect of using Listen Read Discuss and students’ reading motivation on students’ reading comprehension of descriptive text. This research was an experimental research with factorial design two by two. It was conducted at SMK Muhammadiyah 2 Pekanbaru. Population of this research was second grade students with the total population was 137. The sample was taken by cluster random sampling; the total number of sample was 52 (26 students in II.1 class and 26 students in II.2 class). The results of this research are, first, the students who were taught by using Listen Read Discuss had better result on reading comprehension of descriptive text than the students who were taught by using small group discussion. Second, the students with higher reading motivation who were taught by Listen Read Discuss had better reading comprehension of descriptive text than those who are taught by using small group discussion. Third, students with lower reading motivation who are taught by Listen Read Discuss had better reading comprehension of descriptive text than those who are taught by using small group discussion. Fourth, there was no interaction between both techniques and students’ reading motivation on students’ reading comprehension of descriptive text. In conclusion, Listen Read Discuss can be used as a teaching strategy in teaching reading comprehension of descriptive text at SMK Muhammadiyah 2 Pekanbaru. For further researcher, they are suggested to do more research dealing with this strategy on other skills and others kinds of text.
The Impact of Javanesse Language to English Pronunciation Error: How and Why? Rahmatika Kayyis; Ulfah Putri Intan Sari
ELT-Lectura Vol. 4 No. 2 (2017): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v4i2.492

Abstract

The aim of this research is to investigate how and why Javanesse language has impact on to English Pronunciation Error? The design of the research was a case study in the form of qualitative research using the principle of contrastive analysis to analyze the data. The participants were chosen regarding to Javanese native speaker who learn English for the foreign language in semester three and five of English Education Department in STKIP Muhammadiyah Pringsewu Lampung. Recording pronunciation test and interview were used to collect the data. Phonetics transcription online were used to find the error and transcribe it into phonetics symbol. As the findings, this research focuses on 50% errors. Javanese committed errors on /d/, /b/, /p/, /g/, stressing words at the middle, last. Morever, their problem in long vowel, voiced consonant, stressing word at the first, middle, and last, and falling and rising intonation as the result of their Javanese language. Moreover, the error were also influenced by age. Despite of the impact of mother tongue to English pronunciation was strong enough. Some method and technique can be applied to reduce students‟ problem in pronouncing English words.
THE USE OF QUESTIONING THE AUTHOR (QtA) STRATEGY IN IMPROVING STUDENTS’ ABILITY IN READING DESCRIPTIVE TEXT AT THE SEVENTH GRADE STUDENTS OF SMP ISLAM PLUS JANNATUL FIRDAUS PEKANBARU Wahyu Presetyo; M. Fadhly Farhy Abbas
ELT-Lectura Vol. 4 No. 2 (2017): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v4i2.493

Abstract

Students at SMP Islam Plus Jannatul Firdaus Pekanbaru had problems in understanding the text when reading process, those were because: the students ought to construct of generic structure of descriptive text namely identification and description. The students ought to comprehend the contents of identification. The students ought to comprehend the contents of description. Then, the researcher tested based-score of reading descriptive text, the researcher found that the students’ mean score was just 68. This research aimed to improve the students’ ability in reading descriptive text by using Questioning the Author (QtA) Strategy. Thus, this research conducted Classroom Action Research (CAR) consisting of one cycles. There were 15 students at Grade VII of SMP Islam Plus Jannatul Firdaus Pekanbaru as the participants of the research. To gain the data, the researcher used four instruments namely: test, observation, field note, and interview. The result of the reading test in cycle 1 (78.33) was better than the based-score. The factors influeced the changing of students’ ability in reading descriptive text were the vocabulary mastery, the condition of the class, and absolutely the strategy used by the teacher in teaching reading. In conclusion, Questioning the Author (QtA) strategy can improve the students’ ability in reading descriptive text.
ESP FOR EFL: Roles and Methodology in ELT Class Rahmi C. Lestari
ELT-Lectura Vol. 2 No. 2 (2015): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v2i2.495

Abstract

Foreign Language Teachers for Specific Purposes have a lot in common with teachers of generalforeign language. For both it is necessary to consider linguistic development and teaching theories, to haveinsights in contemporary ideas regarding their own position and role as well as the position and role of foreignlanguage learners in education and to face new technologies offered as an aid to improve their methodology.The needs to understand the requirements of other professions and willingness to adapt to these requirementsdifferentiate the foreign language teachers for specific purposes and their colleagues teaching general foreignlanguage. ESP teaching presumes teaching of English as a foreign language regarding specific profession,subject or purpose.
Implementing Cognitive Reading Strategies in ELT Class Room Situation Murniati Saddu
ELT-Lectura Vol. 2 No. 2 (2015): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v2i2.496

Abstract

This present study investigated the reading strategies which ELT students generally used when they read a text,and which strategies they needed to develop to understand a text better and to continue their academic studies successfully.The study aimed to find the answers to the following questions; (1) Which cognitive reading strategies are used by theuniversity students in their academic studies?, (2) What sort of cognitive reading strategies should be developed by thesestudents in order to continue their academic studies successfully and to get the most out of a text they read?. The populationof this study was composed of the 1st and 4th year students in English Department at Klabat University. Menado.Two different methods were used to collect data. In the first part, a self-report questionnaire consisting of 25 items wasadministered to 185 students. In the second part, Think-Aloud Protocol was conducted with 23 subjects. Reading strategieswere evaluated under three headings: pre-reading, while-reading, and post-reading in both parts. The results of TAPsanalysis revealed that the students used only one strategy namely, “relating the title to the text content” in the pre-readingphase. As for the while-reading phase, the most effectively employed strategies were: using the dictionary parsimoniously,guessing the meaning of a word from the context, skipping some unknown words, thinking-aloud during reading, andassimilating the text with the background knowledge. However, none of the post-reading strategies were found to be usedby the participants. The data collected from the questionnaire was analyzed statistically. The results of the analysis indicatedthat there were some significant differences on the effective use of cognitive reading strategies with regard to students’gender, age, and proficiency in reading, school source, and duration in learning English.

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